After 70 years after independence, the tragic reality of Indian schools is that who we are, where we live, how much we earn and our gender influences the kind of education we will get. In this collection of essays the author explores the contours of a school system that is facing a crisis of legitimacy. While India aspires to march towards a knowledge driven society and economy, millions of young people are left behind. Those who can afford march out of government schools only to realize that the private schools are no better. The schools they attend leaves them with little knowledge or skill, a very low self-esteem and a bleak future. This book argues that the struggle for equality in education, is ultimately a struggle for quality – both being two sides of the same coin. Please note: Taylor & Francis does not sell or distribute the Hardback in India, Pakistan, Nepal, Bhutan, Bangladesh and Sri Lanka.
Mahila Samakhya is as much a story of a government programme for women's education and empowerment as it is of the celebration of the struggles of poor women for gender just rights. Spread across eight states and more than 150 districts in India, the Mahila Samakhya programme grew out of a unique partnership between the women's movement and the government. In this collection of essays, concerned scholars from different parts of India chart Mahila Samakhya's fascinating journey of setting up poor women's collectives and women's agency in establishing an equal space and voice in the public domain - a radical departure from the more common approaches of organising women around economic concerns. The writers explore broad gender issues grounded within the field experience of Mahila Samakhya, providing insights into the workings of the programme at different levels, its conceptual challenges, strategic choices, the opportunities and pitfalls of partnership with government and above all the willingness of poor women to come together voluntarily to address and overcome gender barriers.
India's landmark Right of Children to Free and Compulsory Education Act (2009) guarantees education to all children aged 6-14 years. The Act mandates specific student-teacher ratios and emphasizes teacher quality. Writing this into legislation took seven years, but the seven years since has proven that ensuring effective teachers are recruited and placed in all schools in a time-bound manner is considerably more challenging. This report takes a detailed look at the complexity of the teacher management landscape in elementary and secondary schools in nine Indian states. On a daily basis, the administrative machinery of these states has to manage between 19,000 to nearly a million teachers in different types of schools and employment contracts, and cope with recruiting thousands more and distributing them equitably across schools. This report examines the following issues: official requirements for becoming a schoolteacher in India; policies and processes for teacher recruitment, deployment and transfers; salaries and benefits of teachers; professional growth of teachers; and grievance redressal mechanisms for teachers. For the first time in India, this report compares and contrasts stated policy with actual practice in teacher management in the country, using a combination of primary and secondary data. In so doing, the report reveals the hidden challenges and the nature of problems faced by administrators in attempting to build an effective teacher workforce which serves the needs of all of India’s 200 million school children. The report examines states with varying characteristics, thus generating knowledge and evidence likely to be of interest to policy makers and practitioners in a wide range of contexts.
After 70 years after independence, the tragic reality of Indian schools is that who we are, where we live, how much we earn and our gender influences the kind of education we will get. In this collection of essays the author explores the contours of a school system that is facing a crisis of legitimacy. While India aspires to march towards a knowledge driven society and economy, millions of young people are left behind. Those who can afford march out of government schools only to realize that the private schools are no better. The schools they attend leaves them with little knowledge or skill, a very low self-esteem and a bleak future. This book argues that the struggle for equality in education, is ultimately a struggle for quality – both being two sides of the same coin. Please note: Taylor & Francis does not sell or distribute the Hardback in India, Pakistan, Nepal, Bhutan, Bangladesh and Sri Lanka.
The purpose of this book is to help early career professionals in agriculture and natural resources write their research papers for high-quality journals and present their results properly at professional meetings. Different fields have different conventions for writing style such that the authors of the book have found it difficult to recommend to young scientists in these fields a specific book or source material out of the several that are available as the “go to” guide. Writing a scientific paper is a tedious task even to experienced writers; but it is particularly so for the early career professionals such as students, trainees, scientists and scholars in agriculture and natural resources; the challenge is even more when their first language of communication is not English. This book is targeted mainly to that group.
Agroforestry – the practice of growing trees and crops in interacting combinations – is recognized the world over as an integrated approach to sustainable land-use. Agroforestry systems, being multifunctional, facilitate not only the production of food and wood products but also provide a variety of ecosystem services such as climate-change mitigation, biodiversity conservation, and soil quality improvement. Agroforestry research has made rapid strides since organized efforts started in the late 1970s. Today, a vast body of scientific knowledge and an impressive array of publications on agroforestry are available. Four World Congresses on Agroforestry conducted once every five years since 2004 have brought together the global community of agroforestry professionals and practitioners to share and discuss the emerging trends and paradigm shifts in this field. The fifth Congress is scheduled to be held in Québec, Canada. However, a comprehensive college-level textbook incorporating these research findings did not exist until this book was first published. The first edition of this book in 1993 (Nair, P. K. R., 1993) is out of print and somewhat dated. This revised edition, with emphasis on the scientific developments during the past more than four decades, addresses this long-felt need.
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